The Very Hungry Worry Monsters

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Some pieces of dried food can be a good one, as the children associate them with eating. Something like dried pasta, for example. Quite simply, anything that they are worried about, talk about it, and place something into the mouth of the monster. This talking therapy gets issues out of your mind, at least temporarily, and hopefully results in a better night’s sleep. 14. Worry Monster Book The idea behind all these activities is not that convince children that worries don’t exist. Far from it! It is more to get them to think about and process worry in a logical way. Suddenly you see a big monster in the sea. Throw the box into the sea, and the monster gobbles it up. Model one of yours. It might be, ‘I’m worried that I have so much work to do today, and I won’t be able to get it done.’ Then put a wood slice into the worry monsters mouth. It has ‘eaten’ that worry.

Some kids may find it difficult to use visualization techniques and will benefit from using an actual box. Sometimes when we feel worried, frustrated, or overwhelmed it may help us to store our problems away. For an even better way to find KS1 resources, discover tailored suggestions, and much more - visit the KS1 resource HUB! GO TO KS1 HUB

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You could potentially write something like down, but I always prefer just to make it up. Be creative! 13. Use One At Night Let the children explore the concept in both adult-led, and child-led contexts. 11. Worry Monster Basket In October of last year, I introduced the worry monster to the children. I explained that if the children were worried about something or they wanted to tell me something and were afraid/didn’t want to tell me in front of others, they could write a worry and put it in the worry box. I explained that I would read the worries after school each day and we could then decide what to do next. This may work well if your child is capable of using their imagination and visualize the concept of a worry box. What you actually feed the worry monster can add an extra element of interest and engagement for the children.

Using this book would be a good way to introduce a worry monster for the first time. You could also just use it alongside your worry monster practice, to help and strengthen the children engagement with the experience. And then start a story. The way to include worry in the story, is to get the children to visualise something their worried about, and somehow trap the worry. Once your child has named their worry monster, have them draw a picture of what they imagine it looks like. Encourage them to be creative and take their time, adding colors and details. Below is the worry monster, Sam, that my daughter drew in second grade. Hang this image in a visible location, reminding everyone in the home that the worry monster is the anxiety, not your child.Each of them has its own pros and cons, they may require certain skill sets and work in different contexts. For all of us, dealing with worry required lots of repeated thinking about key issues. 8. Homemade Stress Ball Monsters For an even better way to find KS2 resources, discover tailored suggestions, and much more - visit the KS2 resource HUB! GO TO KS2 HUB By understanding a child's worries, you can then do more to help them manage their worries and concerns.

For an even better way to find EYFS resources, discover tailored suggestions, and much more - visit the EYFS resource HUB! GO TO EYFS HUBAfter a few weeks, the worry box became part of the classroom – children began to realise that telling tales were not dealt with (unless they were serious) and so began to use the worry box in a more sensible way. Now you’re going to lift the box onto a ship. We’re sailing over the sea now, with the box still on the ship. Older children could of course write about their worries. Once again, when they are written down, they could post them into the monster’s mouth in a ceremonial way. 7. Return To Box Next Day Using the box and writing down your problems on paper also helps to turn something intangible into something they can actually touch, work with, and control.